ArticleFrontiers in psychology2023
Enjoyment, boredom, and perceived effectiveness of learners in language MOOCs: the mediating effect of self-regulated learning.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Exploring the parallel mediating roles of self-regulation, motivation, and self-efficacy in the relationship between shame and growth mindset.BMC psychology · 2026Article
- Fostering engagement in the digital age: the mediating role of self-efficacy and self-regulation between enjoyment and learner engagement in AI-assisted EFL writing.Frontiers in psychology · 2026Article
- Rethinking foreign language boredom in AI-assisted learning: the hidden roles of growth mindset, AI literacy, and AI self-efficacy.Frontiers in psychology · 2026Article
- Examining the relationship between peer support and foreign language emotions in online learning: the mediating effect of self-efficacy.Frontiers in psychology · 2023Article
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2 authors.
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Abstract
Self-regulated learning in technology-supported environments has attracted much scholarly attention in recent years. With the rapid expansion of online education, students' emotions have also been studied extensively in second language acquisition. However, few empirical studies have examined the interrelationship between students' self-regulated learning and emotions in the emerging field of language MOOCs (LMOOCs). This study bridged this gap by exploring the relationship between foreign language enjoyment (FLE), boredom (FLB), self-regulated learning (SRL), and perceived effectiveness in LMOOC learning. Data were collected among 356 successful learners of a language MOOC in mainland China through a cross-sectional study. The results showed that LMOOC learners had a high level of enjoyment and a moderate level of boredom. A significantly positive relationship was noted between FLE and SRL while a negative relationship was found between FLB and SRL. SRL was confirmed to be the mediator between FLE, FLB, and PE, which partially mediated the effects of FLE on PE and fully mediated the effects of FLB on PE. Perceived effectiveness was predicted by all SRL strategies and time management significantly predicted perceived effectiveness. The results provided pedagogical implications for students to develop positive emotions and effective SRL strategies to achieve better learning outcomes in LMOOC learning.
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